IQM3 TASK 2 LESSON PLAN DELIVERY REFLECTION - SN

.pdf

School

Western Governors University *

*We aren’t endorsed by this school

Course

ABP1

Subject

Psychology

Date

Jan 9, 2024

Type

pdf

Pages

Uploaded by MasterClover11237

IQM3 TASK 2: LESSON PLAN DELIVERY REFLECTION - A. Reflect on your lesson plan delivery by doing the following: 1. Describe how you promoted [or could have promoted] a positive learning environment during the delivery of the lesson plan. Support your description with a specific example. During the delivery of the lesson plan, I actively promoted a positive learning environment by encouraging a collaborative and inclusive atmosphere. For example, I organized group activities that required students to work together in exploring hands-on transformations. By fostering teamwork and providing opportunities for peer interaction, I aimed to create a supportive space where students felt comfortable sharing ideas and learning from each other. Positive reinforcement and praise were consistently used to acknowledge students' efforts and contributions, creating a positive atmosphere that motivated active participation. 2. Describe how your teaching linked [or could have linked] the following contextual factors to new learning. Support your description with explicit examples from the learning activities, where this link was evident. • Prior academic learning: To link prior academic learning, the lesson started with a brief review of basic geometric concepts and coordinate systems. This review served as a bridge to connect previous knowledge with the new concepts of rotations, reflections, and translations. For instance, when introducing rotations, I referenced their understanding of angles and how these rotations affect the positioning of shapes on the coordinate plane. • Personal, cultural, or community assets: The lesson incorporated examples and materials that resonated with the personal backgrounds of the students. For instance, the school uses a lot of pentagons for their school crests, which I integrated into the activities. This linkage helped students see the transformations.. 3. Describe how you elicited [or could have elicited] student responses to promote critical thinking and supported [or could have supported] students as they practiced new learning. Support your description with explicit examples from the learning activities. To elicit critical thinking, I posed open-ended questions that required students to analyze and justify their reasoning. For example, when students were drawing transformed figures, I asked them to explain why they chose a specific sequence of transformations and how these transformations altered the original figure. Additionally, during group discussions, I encouraged students to challenge each other's ideas constructively, fostering a culture of critical inquiry. 4. Describe what instructional changes you would make to the lesson plan for the whole class based on student responses from part A3 to improve learning related to the learning objective(s). I would enhance the depth of critical thinking by introducing more complex scenarios for transformation. This could involve challenging the class with figures that require multiple transformations or introducing situations where the order of transformations significantly impacts the final result. This modification aims to deepen their understanding and application of transformation sequences.

IQM3 TASK 2: LESSON PLAN DELIVERY REFLECTION - 5. Describe what instructional changes you would make to your lesson plan for individual students who needed greater support or challenge in achieving the learning objective(s). For students needing greater support, additional scaffolding and guidance would be provided. This could involve more explicit instructions during hands-on activities or supplementary materials that offer step-by-step assistance. For students seeking a greater challenge, extension activities could be introduced, involving more intricate transformations or encouraging them to explore three-dimensional transformations. 6. Explain why the instructional changes from parts A4 and A5 would improve student learning. Support your explanation with evidence from theory or research. The instructional changes aim to align with Vygotsky's Zone of Proximal Development, where learning is most effective when it falls within the range of what students can do with assistance. The modifications based on student responses aim to strike a balance, providing appropriate challenges for growth while ensuring adequate support. The inclusion of more complex scenarios and differentiated tasks aligns with the principles of cognitive constructivism, emphasizing that learning is an active process where students build on existing knowledge to construct new understanding. By tailoring the instruction to individual needs, the changes seek to optimize student engagement, motivation, and learning outcomes. B. Submit a signed copy of the attached “Clinical Experiences Demonstration of Learning Progression Observation Instrument.” ATTACHED 1. Compare your reflection from part A with the feedback you received from your mentor teacher by discussing one similarity and one difference. Similarity : Both my reflection and the feedback from my mentor teacher acknowledged the importance of creating a positive learning environment through collaborative and inclusive activities. In my reflection, I highlighted the use of group activities to foster teamwork, and my mentor teacher also commended the collaborative aspect of the lesson. Difference : A notable difference is in the emphasis on the depth of critical thinking. While I mentioned posing open-ended questions to elicit critical thinking, my mentor teacher's feedback highlighted the need for even more depth in challenging students with complex scenarios. This difference indicates that while I recognized the importance of critical thinking, the mentor saw an opportunity to push the boundaries further. 2. Reflecting on the feedback you received from your mentor teacher on your lesson, identify one strength and one opportunity for improvement. Strength: One strength identified by my mentor teacher was the effective promotion of a positive learning environment through collaborative activities. The feedback acknowledged the success in fostering teamwork and praised the positive reinforcement used during the lesson.

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

Recommended textbooks for you

Ciccarelli: Psychology_5 (5th Edition)

Psychology

ISBN:9780134477961

Author:Saundra K. Ciccarelli, J. Noland White

Publisher:PEARSON

Cognitive Psychology

Psychology

ISBN:9781337408271

Author:Goldstein, E. Bruce.

Publisher:Cengage Learning,

Introduction to Psychology: Gateways to Mind and ...

Psychology

ISBN:9781337565691

Author:Dennis Coon, John O. Mitterer, Tanya S. Martini

Publisher:Cengage Learning

Psychology in Your Life (Second Edition)

Psychology

ISBN:9780393265156

Author:Sarah Grison, Michael Gazzaniga

Publisher:W. W. Norton & Company

Cognitive Psychology: Connecting Mind, Research a...

Psychology

ISBN:9781285763880

Author:E. Bruce Goldstein

Publisher:Cengage Learning

Theories of Personality (MindTap Course List)

Psychology

ISBN:9781305652958

Author:Duane P. Schultz, Sydney Ellen Schultz

Publisher:Cengage Learning

SEE MORE TEXTBOOKS

Recommended textbooks for you

Ciccarelli: Psychology_5 (5th Edition)
Psychology
ISBN:9780134477961
Author:Saundra K. Ciccarelli, J. Noland White
Publisher:PEARSON
Cognitive Psychology
Psychology
ISBN:9781337408271
Author:Goldstein, E. Bruce.
Publisher:Cengage Learning,
Introduction to Psychology: Gateways to Mind and ...
Psychology
ISBN:9781337565691
Author:Dennis Coon, John O. Mitterer, Tanya S. Martini
Publisher:Cengage Learning
Psychology in Your Life (Second Edition)
Psychology
ISBN:9780393265156
Author:Sarah Grison, Michael Gazzaniga
Publisher:W. W. Norton & Company
Cognitive Psychology: Connecting Mind, Research a...
Psychology
ISBN:9781285763880
Author:E. Bruce Goldstein
Publisher:Cengage Learning
Theories of Personality (MindTap Course List)
Psychology
ISBN:9781305652958
Author:Duane P. Schultz, Sydney Ellen Schultz
Publisher:Cengage Learning